Autumn Kelley, MSEd Director of Curriculum and Instruction

1. Using Ipad Technology to Apply the Principles of Universal Design for Learning (UDL) to Reading and Math Instruction for Children with Emotional and Behavioral Disabilities. Autumn Kelley, MSEd Director of Curriculum and Instruction Specialized Education Services, Inc (SESI)

2. Opening Background Providing a Modern Technology Structured Learning Experience that Supports Universal Design Learning (UDL) Experiences and a Instructional Model Founded on the Principles of Response To Interventions (RTI) for Children with Special Needs

3. What Areas of the Learning Process Challenge Our Emotionally Disturbed and Behaviorally Challenged Students in the Classroom?

4. Symptoms of These Factors Comprehension is slowed due to focus on emotional “distraction” Attention diverted to recent or previous experiences not related to learning Senses are elevated and engaged in various activities (bodily/kinesthetic)

5. Further reading: J. LeDoux (1998). The Emotional Brain. New York: Simon and Schuster What and Where in the Brain are These Difficulties Sourced? Amygdale

6. The Impulses of the Amygdala and How They Can Prevent Learning http://www.youtube.com/watch?v=6GdALwuYtG8&feature=youtube_gdata_player When our mental attention is “distracted” then learning or rather the focus required to process content, knowledge is derailed. This leads our ED/BD student to have a less rich experience in their interactions with school

7. Creating the “Perfect” Learning Content for ED/BD Students • 1) We want to create learning experiences that impact the senses. As many senses as possible • 2) We want to create learning experiences that are content varied. We want to provide comprehensive impact with whatever topic we introduce. • 3) We want to deliver content in a way that mediates and supports accessibility in a wide variety of manners that provides choice.

8. Learning Experiences that Impact the Senses The iPad

9. iPad: Visual Engagement Through Touch Dual Sense Learning ( Vision and Touch) Refocuses the Students Learning Experience from Perception to Engagement

10. Unique to the iPad: Delivery of Visual Engagement Through Touch

11. iPad: Auditory Engagement Auditory Output and Personalized Engagement Delivery of Auditory Output for Written Text and Personalized Engagement for the Creation of Student Centered Input for Content

12. Unique to the iPad: Auditory Impact on Content

13. iPad: Kinesthetic Engagement Direct to Content Motion censored integration of learning occurs. Deep physical experience translated into learning content. Handwriting is better connected to touch. Use of visual depictions of movement centered experiences

14. Unique to the iPad: Kinesthetic Actions Integrated into the Learning Experience

15. Touch Anchors Interaction with the iPad The finger determines the interface that anchors the user with the content. Personalized connection to the learning experience one to one or in-group.

16. Unique to the iPad: Touch the Humanization of Content

17. iPad APPLICATIONS (APPS) (Covering the Content of Math) INTRO TO MATH ILIVE MATH FLASH TO PASS Learning Experiences on the iPad 3 Learning Experiences on the iPad that work to match the elements of sense integration which are the foundational keys to Differentiated and Universal Design for Learning (UDL) with content delivery.

18. Intro to Math Introduction to Math Visual Imagery- (What is being Delivered in the Classroom) 5 Time Tested Montessori Activities that introduce how numbers work. Mental Imagery- (What our Students Arrive in the Classroom With is Memory from Experience) Use of the Finger to Trace Numbers, Object Based Identification of Numbers,

19. iLive Math Visual Imagery- (What is being delivered in the classroom) Practice with word problems and science and social studies video information. Mental Imagery- (What students are bringing to the classroom) An interest in the world around them. A need for content knowledge in science and social studies. A familiarity of learning from video content.

20. Flash to Pass Visual Imagery- (What is being delivered in the classroom) An opportunity for lower level students to practice basic math facts in a “higher level” manner. Mental Imagery- (What students are bringing to the classroom) Familiar solving grid that is calculator like, focused graphic imagery

21. Getting to Learning Differentiated Learning Provided According the the Principles of UDL

22. Universal Design for Learning

23. Multiple Means of Presentation Bookmark Feature: Various content sources across different reading levels. Delivered right from the main page of the iPad. Visual Delivery of Content, Auditory, Tactile/ Kinesthetic: Particularly for the sciences. Brain application and Element Chart. Facilitates a more inquiry based approach to information. Student discover content knowledge rather then receive it. “Multiple and Flexible Presentation”

24. Multiple Means Engagement Centered on student interaction. Can be used for group work though research ( a portable portal to the internet ) SHARED INQUIRY Reading Instruction Focus: Students that are below grade level in a particular skill reading or math need constant review. (Flashcards, Repetitive Skill Based Practice in Grammar) a way to present practice through engagement. Often built in reinforcement to continue to build the process of the improving the skill “Multiple and Flexible Means of Engagement”

25. Multiple Means of Expression Student are provided a wealth of ways to present their learning experience on the iPad Artistic Expression: PenUltimate– detailed sketches and drawings and Create Buddy Mind Mapping- Ideas, Outlines, Organization of Study Notes direct link to email and web social sections “Multiple and Flexible Means of Expression”

26. To Deliver Instruction on the iPad Using the Power of RTI

27. RTI and the iPad: Tier One Core Classroom Instruction Shared Inquiry Content Delivery Support for Small Group Instruction Reference Based Apps Where Students Can Explore Information for Discovery OnScreen DNA Model BrainPop Calling Einstein

28. RTI and the iPad: Tier Two Supplemental Intervention Independent Skill Instruction Curriculum based supports for drill and review Independent Skill Instruction Apps: Math Fractions: Understanding Fractions Time Reading: Fluency Reading Practice and Drill Word Quiz: Create quiz for mastery and review of missed content

29. RTI and the iPad: Tier Three Intensive Intervention Actual multi/varied grade curriculum delivered to individual students in the classroom setting Students have the supports necessary for comprehension and task completion available directly from the iPad Skills Tutor: K-12 Instruction Pearson GrammarApps: Parallelism, Fragments, Commas, Using Run-ons, Question Marks, Capitalization, Wrong Word, Subjects and Verbs, Pronouns, Apostrophes, and Parallelism

30. Student Centered: Readiness Learning apps are instantly available for manipulation to change the levels of instruction provided for students and also to develop better or more individualized and personalized learning experiences.

31. Student Centered: Interest Student interest is centered on maintaining the proper level of personalization and individualization so that students feel like they are an integral part of the learning experience

32. Conclusion: iPad for Learning The iPad delivers the process and progress of learning across the principles of UDL (multiple modes of representation, engagement, and expression) according to the model of RTI.

33. Contact Information Autumn Kelley akelley@highroadschool.com Specialized Education Services Inc (SESI) http://highroadschool.com/learning_connections/